Which of the following is the limitation of Tyler’s model of curriculum evaluation ?
It is not useful for diagnosis of reasons why a curriculum has failed
Ralph Tyler's objectives-based model (1949, Basic Principles of Curriculum and Instruction) evaluates a curriculum by checking how far the pre-stated behavioural objectives have been achieved by the learners.
Its major limitation is that it only tells whether the objectives were attained or not; it is outcome-focused and does not examine the context, inputs or process, so it cannot diagnose the reasons why a curriculum has failed.
The model is actually simple and systematic, not complicated; it does describe the selection and organisation of learning experiences as one of its four basic questions; and far from neglecting objectives, it is built entirely around them.
Hence, the answer is It is not useful for diagnosis of reasons why a curriculum has failed.
Similar Questions
According to the Kirkpatrick model of evaluation on which level we can measure the institutional outcomes?
Arrange the factors of evaluation process in order to sequence :
(i) Evidence on teaching-learning operations
(ii) Evidence on factors affecting learning
(iii) Evidence on pupil behaviour pertaining to objective
(iv) Objectives
Choose the correct answer from the options given below :
Formative evaluation is ............... in nature.
For diagnostic tests, the test-difficulty is .................. .
.................. emphasizes discrimination among individuals in terms of relative level of learning.
The CIPP model of curriculum evaluation concentrates on ..........
A type of performance evaluation that is done by one or more people of matching competencies is ....... .
A student’s score on Norm Referenced Test is best used to provide information about student’s ...........
When individuals are expected to perform at a specific level of achievement is called ............
Which of the following statements is/are true about the criterion referenced test ?
(I) It makes the comparative evaluation of individual’s performance with the predetermined standard.
(II) It compares individual’s performance with normative performance.
Important Questions from Types of Evaluation - Teaching
Evaluation is a continuous process, which involves:
Evaluation that monitors the learning progress during teaching is
Classroom evaluation is the best method of:
- Which type of evaluation ensures that the learning objectives are achieved at the end of instruction ?
According to the Kirkpatrick model of evaluation on which level we can measure the institutional outcomes?
